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small groups icon  (285 bytes) 4.1 Ordering and offering drinks pages 32-35
small groups icon  (285 bytes) 4.2 Ordering a drink in a bar pages 32-33
pairs icon (254 bytes) 4.3 Paying for drinks page 35

Drinks.gif (1926 bytes)

4.1

Objective

Sensitizing learners to the language of the unit in preparation for communicative activities.

Materials
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Pre-printed conversations cut into strips and put into envelopes.

1 Give each group two envelopes, each containing a conversation cut into strips. Ask them to organise the strips into two conversations. Imposing a time limit or making it into a competition can often add to the activity.

2 Once the conversations are complete, learners rehearse them, one per pair, and then perform them.

Buenas tardes.
Buenas tardes señor. ¿Qué va a tomar?
Un agua mineral.
¿Con o sin gas?
Sin gas. Y un café solo.
Ahora mismo . . .  un agua mineral y un café solo.

¡Hola! Beatriz. ¿Qué tal?
Muy bien gracias.
¿Qué quieres tomar?
Una cerveza.
Y tú, Fernando ¿quieres una cerveza?
No gracias - para mí un cubalibre.
Pues . . .  dos cervezas y un cubalibre.

4.2

Objectives

Practising the language needed to order drinks, focusing on singular and plural nouns.

Materials
Adobe.gif (183 bytes) Adobe.gif (183 bytes)

Picture cards  - four per learner.
Blank grid.

1 Introduce the additional vocabulary: bottle of champagne, ice cream and hot chocolate.

2 Divide learners into groups of five. One has a blank grid and takes the role of waiter, starting the conversation with a greeting and Can I help you? or The others each have four picture cards distributed randomly and order the drinks on the cards without showing them. The 'waiter' writes their names in the 'Name' column and ticks the appropriate boxes on the grid as they order.

3 This can be done several times with a different 'waiter' and re-shuffled cards while you monitor the conversations, encouraging accuracy, particularly articles and plural endings.

4 When the activity is over, each group checks that comprehension has taken place by revealing all their cards and the grid and using them to reinforce the vocabulary.

These cards are also useful for vocabulary revision. Working in groups, learners have a pack of cards face down on the table and take it in turns to pick a card and say what's on it. Alternatively they can be used to practise prices in Unit 7 or I like/I like a little in Unit 10.

4.3

Objectives

Practising numbers and pesetas with the now familiar vocabulary relating to drinks.

Materials
Adobe.gif (183 bytes)

Gapped menu cards, versions A and B.

1 Divide learners into pairs and give everyone a menu card, one in each pair to have card A and the other card B.

2 The aim is to find the price of all the items marked with a question mark. A starts by asking B, e.g. Una cerveza ¿cuánto es? and writes down the price given by B. Any repetition should be requested in Spanish.

4 At the end of the activity, A and B compare cards, which should now be identical.

This activity can also be carried out with the whole group if the cards are amended so that only one price is shown on each card. Some cards need have no prices on at all in this case.

 

Unit 3 activities | What is Talk Spanish? | Checkpoint 1 activities

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